ehealth literacy and its outcomes among postsecondary students : systematic review

Abstract

Background: eHealth literacy is essential for postsecondary students; however, few studies have systematically reviewed its levels and related outcomes in this population. Objective: This study aims to systematically review the existing literature on eHealth literacy levels and the associated outcomes among postsecondary students. Methods: We systematically searched the PubMed, Web of Science, CINAHL, Embase, Cochrane Library, APA PsycInfo and APA PsycArticles, China National Knowledge Infrastructure, Wanfang Data, Base, and OpenGrey databases for studies published from 2006 to July 01, 2024, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Studies were eligible if they were quantitative research papers, assessed eHealth literacy, described the relationship between eHealth literacy and other outcomes, and included postsecondary students. The risk of bias was assessed using the modified Appraisal Tool for Cross-Sectional Studies. Results: A total of 89 cross-sectional studies were included from among 45,168 eHealth literacy–related publications, with 68 rated as high quality and 21 as moderate quality. Various assessment tools were used across studies, with the eHealth Literacy Scale being the most commonly used (56/89, 63%). Reported eHealth literacy total scores ranged from 23.6 (SD 6.8) to 31.4 (SD 4.4), and mean item scores ranged from 3.42 (SD 0.61) to 4.10 (SD 0.56). Associated outcomes were grouped into cognitive, emotional, and behavioral domains. eHealth literacy was positively associated with cognitive outcomes, including health knowledge, self-efficacy, disease prevention behaviors, and health attitudes. Regarding emotional outcomes, eHealth literacy was linked to higher psychosocial well-being, more positive emotions, and lower negative emotions; however, its associations with overall well-being, depression, and COVID-19 fear were inconclusive. Regarding behavioral outcomes, eHealth literacy was associated with greater use of electronic information, disease prevention practices, volunteerism, and clinical decision-making. Its relationships with health care use, social media engagement, and healthy living were more complex and context-dependent. Conclusions: eHealth literacy among postsecondary students ranges from moderate-low to moderate-high, with variations due to inconsistent assessment tools. It shows positive associations with cognitive, emotional, and behavioral outcomes, though links to healthy living, digital and health service engagement, and certain psychosocial aspects remain complex. Future research should standardize measurements and explore the mechanisms across disciplines and cultures to guide effective health promotion.